ERIC Number: ED366332
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
New Paradigms in Classroom Research on Logo Learning.
Watt, Daniel Lynn, Ed.; Watt, Molly Lynn, Ed.
The research reported in this monograph was conducted by university researchers and classroom teachers who investigated real teaching issues. Each study is a low-budget or no-budget collaborative research project that focuses on effective teaching and on learning and assessment of Logo in classrooms. The studies are concerned with small numbers of students in specific learning environments. The purpose is to understand, interpret, and improve learning. In addition to the preface and introduction, the book is divided into two major sections. The preface is titled, "Preface: New Paradigms in Classroom Research on Computer-Based Learning and Teaching" (Andrew Molnar). The introduction is titled, "Introduction: New Paradigms in Classroom Research on Logo Learning" (Daniel Lynn Watt, Molly Lynn Watt, and Graham Ferres). The first section is headed "Cognitive Outcomes of Logo Learning." This section includes the following research studies: "Making a Case for the Learning Culture as the Focus of Classroom Research on Logo" (Jim Dunne); "Domain Knowledge, Cognitive Styles, and Problem Solving: A Qualitative Study of Student Approaches to Logo Programming" (Karen Swan); "Creating a Successful Learning Environment with Second and Third Graders, Their Parents, and LEGO/Logo" (Irene Hall and Paula Hooper); "Researching for Effective Strategies of Teaching Variables to a Fourth-Grade Logo Class" (Donna N. Rosenberg); and "The Effect of One Logo Learning Environment on Students' Cognitive Abilities" (Karen Wilburg and Maria T. Fernandez). The second section is headed, "Logo Learning in a Social Context." This section includes the following research studies: "Bridging the Gender Gap with LEGO TC Logo" (Donna Cutler-Landsman); "Increasing Cooperative Behaviors in an Urban Middle School Classroom" (Patricia Rowe); "A Magnifying Glass Has Two Sides: Observing the Effects of Collaborating on Two Research Collaborators" (J. Dale Burnett and Warren Toth); and "An Action Research Collaborative from a Leader's Perspective" (Nan Youngerman). Most of the papers include references. (TMK)
Descriptors: Classroom Environment, Classroom Research, Computer Assisted Instruction, Cooperation, Educational Improvement, Elementary Secondary Education, Instructional Effectiveness, Models, Problem Solving, Programming Languages, Teacher Effectiveness
International Society for Technology in Education, 1787 Agate Street, Eugene, OR 97403-1923.
Publication Type: Collected Works - General
Education Level: N/A
Authoring Institution: National Educational Computing Conference.; International Society for Technology in Education, Eugene, OR.
Identifiers: LOGO Programing Language